Changed points landscape needs to be examined

As Leaving Certificate students across the country digest their CAO offers this week, the initial positive news about improved standards of maths grades has been tempered somewhat by the significantly increased points in science, technology, engineering and maths (STEM) subjects. Business groups, with an eye on economic recovery and clamouring for action on the so-called future Smart Economy, have welcomed the increase in demand for science and technology courses at third-level, saying more high-calibre students are being attracted into subjects for which there is likely to be a demand from industry in the future. But IBEC said it rejected suggestions that the 25 additional bonus points for higher level maths had distorted the CAO points system, despite a number of educators arguing that the introduction of bonus points for maths has had an inflationary effect on the points race, putting some courses beyond the reach of some students. In the wake of this week's CAO offers comes the news that major changes to the Leaving Cert itself and the college entry system have been proposed by the country's seven university presidents. Among the key proposals are a new ranking system, whereby each Leaving Cert subject would be 'ranked' depending on its difficulty, as well as a reduction in the number of grades awarded in the examination. The perceived weaknesses of the current exam system is also pinpointed, such as the emphasis that is put on rote learning and the pattern of students seeking out subjects seen to be 'easier' than the more difficult subjects. While Project Maths and the additional bonus CAO points has clearly had a positive effect on the numbers sitting higher level maths and has increased student engagement with what many students consider a difficult subject, it is crucial that there are sufficient number of third-level places available for students. The significant increase in points across a number of third-level courses, particularly the STEM subjects, has clearly increased competition for places. Despite the major increase in college places made available at third-level since the mid-1990s, such pressure on places inevitably means some capable students will lose out on their first choice courses. Ireland's young people need to be given every opportunity to gain entry to the necessary courses at university in these challenging economic times - and these opportunities must continue to be there. Many are adamant the Irish points system has several shortcomings, particularly its impact on education practice at second level. While it is far from perfect, it has been, in the main, an efficient system for matching demand for college places to the supply of students seeking those courses. Thus, it is students' performance relative to each other which determines their chances of getting that preferred college place. Some argue this year, though, that the points race itself is having a distorting effect on the third-level education system and may be channelling the wrong students into the wrong courses. More than ever this year, students are making their decisions based around where they are told the work will be in four or five years' time, with science and technology subjects being to the fore. Although other issues, such as the growth in the number of CAO applicants, has had an impact on the points race, universities have acknowledged the effects of the bonus maths points on offer. TCD said it 'noted' the pressures created by the current points system which, it said, raised challenges to equity of access. Nonetheless, despite the issues thrown up by the changed points landscape in 2012, the fact that more students have opted for higher level maths can only be a good thing for employment opportunities in the future. That said, the whole entry system to college - as well as the issues surrounding the Leaving Certificate - does need to be reviewed, and the welcome intervention of the country's university presidents is a positive first step in this process. A fair system that paves the way for students to make the right decisions for themselves must be the objective in whatever third-level strategy emerges from this study.